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We really like how everyone is involved in this activity.

They are standing and dancing (which means we're not waiting for children to come out to the front of the class). They are focussing on the key sounds that the teacher wants the learners to revise.

Learners are doing the action alongside the sound.

The learners could also show the flashcard of the letter sound they are doing the sound and action for.

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- I thought this was really good.

- Good enthusiasm from you and your learners.

- I like that I heard you correcting yourself (alound, around)! Well done

- I really like how you made sure the game included all the learners, not just by everyone singing the song, but also the whole table saying what the sound is (and action!)

- Your /i/ song is from the app not the book – it is the British story!

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Taske 4.2 (Sounding Game): Pair's Matching 

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Taske 4.2 (Sounding Game): Pair's Matching 

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This game practices both blending and sounding as learners have to read and identify the sounds in words to find pictures and words that make a pair

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Safe Word Matching Game (Blending and Sounding)

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Guidance from TCZ on the CPD oints available for various CPD activities

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Here' is a downloadable Blank TCZ CPD Report Card for filing your CPD activity with your line manager

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Targeted Listening:

Teachers will often get their learners to chorus the pronunciation of sounds, however, when everyone is calling out together, it can be difficult to hear who is pronouncing the sounds well and who needs correction.

Targeted listening is where you move around your classroom, getting groups of learners to pronounce sounds whilst the remainder of your class stays quiet. This helps you to identify who might need intervention to pronounce the sound correctly.

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Think, talk, share and targeted listening (sample)

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Task 1.3: 42 Sounds and Actions (BOZ Sample)

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Task 1.3: 42 Sounds and Actions (BOZ Sample)

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This is a great example of what we're looking for for Task 1.3. Watch and listen to Matthews go through the 42 sounds whilst demonstrating the actions.

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3rd Skill Certificate: Teaching Blending (Task Guidance)

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3rd Skill Certificate: Teaching Blending (Task Guidance)

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Here's a pdf that guides you through how to complete the three tasks involved in the 3rd Skills Certificate.

1. We want to see you model oral blending

2. We want to see you model blending

3. We want to see an activity that you use to practice blending with your learners.

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Complete the Course Skill 3 Blending (Video Guidance)

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2nd Skill Certificate: Teaching Letter formation (Task Guidance)

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2nd Skill Certificate: Teaching Letter formation (Task Guidance)

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Here's a pdf that guides you through how to compete the three tasks involved in the 2nd Skills Certificate.

1. We want to see how you introduce a new letter formation.

2. We want to see how you practise letter formation with your learners.

3. We want to see how you mark handwriting practice in your learners' books.

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Complete the Course Skill 2 Letter Formation (Video Guidance)

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1st Skill Certificate: Teaching the Letter Sounds (Task Guidance) 

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1st Skill Certificate: Teaching the Letter Sounds (Task Guidance) 

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Here's a pdf that guides you through how to complete the three tasks involved in the 1st Skills Certificate.

1. We want to see how you revise sounds at the start of your lessons.

2. We want to see how you teach a new letter sound through a short story and action.

3. We want to see if how you are pronouncing the 42 sounds and actions.

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Complete the Course Skill 1 Learning Letter Sounds (Video Guidance)

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If you don't know what this is, make sure you watch this video and understand how to use think, talk, share to improve the participation of your learners!

Too often, we can call upon the same 'fast learners' to answer questions that we ask in our class. But many of our learners might just need a little more thinking time or lack the confidence to offer their answer.

Think, Talk, Share:

Think: Ask a question to your class. If only a few of your learners raise their hands, maybe the others need some 'thinking time'. Pause for a few extra seconds to give your learners thinking time.

Talk: Once everyone has had a chance to think of their answer, encourage your learners to talk to a neighbouring classmate about their answer. This will give your learners a chance to test if their answer might be right and it gives you a chance to listen in to a few answers as you move around your classroom.

Share: This is where your learners tell you their answer. They might mime an action, or you might hear 3 or 4 people's answer, but a key point is that you are not simply calling one of the few hands that have gone up, but hopefully more of your learners are engaged and taking part in the lesson.

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Watch this video to the end to see how the teacher uses targeted listening.

Targeted Listening:

When you get your whole class to chorus sounds, it can be hard to tell if all your learners are pronouncing the sounds correctly or not.

Targeted listening is where you move around the classroom getting parts of your class to chorus, whilst the rest of your class remains quiet.

This way you are able to identify any learners who are not pronouncing the sound correctly so that you can give them guidance.

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Task 1.1 Sample Video - Kill the Fly (Fly Swat Game)

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Task 1.1 Sample Video - Kill the Fly (Fly Swat Game)

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The teacher pretends that there is a fly in the room and that only the teacher can see it.

The teacher will call out a sound that the fly has landed on and the two children at the front have to rush to hit the correct sound.

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Task 5.3 - How else can you revise tricky words

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Task 5.3 - How else can you revise tricky words

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Many of the games, songs and activities that you have played with your learners during sound revision can be adapted to practice Tricky Words instead.

Remember that Tricky words focus on spelling words using letter names and not letter sounds

Task 5.3

·      Demonstrate a game song or other activity that you use to revise tricky words that you have taught your class.

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Tricky Words revision (do as I do) Fanny Trimmed

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Task 5.2 - Look, Say, Copy, Cover, Write, Check

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Task 5.2 - Look, Say, Copy, Cover, Write, Check

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·      Show us how you teach Tricky words using Look, Say, Copy, Cover, Write, Check.

·      Guide your learners through each of the steps and show us their exercise book.

·      Look: Get them to look at the tricky word; which part is trying to trick us? Ensure your learners pay particular attention to the size of letters (tall, small or fall letters).

·      Say: Saying a word how it is spelt can help children remember the tricky part! However, learners should spell the word out using the letter names.

·      Copy: Get your learners to write out the tricky word you want to learn, making sure you copy it correctly (saying the letter names as they copy it).

·      Cover: They should cover up the word, and then try writing it from memory. Think about its shape and they should quietly say the letter names as they write it.

·      Check: Compare the spelling they wrote from memory with the way it should be written. Did they get it correct?

·      It is worth your learners repeating the last two steps a couple of times, to see if they can write the word correctly 2 more times.

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Tricky words are words where some or all of the word is not easily decodable. They are either more irregular than regular or they contain a spelling rule that hasn't been taught to the learners yet.

A good starting point is to get the learners to read the word using the letter sounds (w-a-s) and then tell them how the word is meant to be pronounced ("woz"). With the learners then identify which letters are trying to trick us by saying a sound that we wouldn't expect.

·     To complete this task show us how you help your learners identify the tricky part in some tricky words.

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Identifying the Tricky part - Tricky Words video (Fanny) Trimmed (was)

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Task 4.3 - Demonstrate Dictation (spelling assessment)

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Task 4.3 - Demonstrate Dictation (spelling assessment)

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·      Call out 3 or 4 sounds (one at a time, putting them into the context of a word) for learners to write in their books.

·      Call out 3 or 4 ‘safe words’ (one at a time, putting them into the context of a sentence) for learners to write in their books.

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·       Show your class practicing blending using one of the following activities (see p95 of The Jolly Phonics Teaching Aid for ideas and guidance)

-       Using a letterboard to change letters to make new words

-       Sounding Catch

-       Lose a sound

-       Sounding bounce game

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·      Show a picture of a ‘safe word’. What sound is at the start, middle and end of the word? Can your learners hear today’s sound in the word?

·      Help learners identify the individual sounds within the ‘safe words’, holding up a finger for each sound as it is identified

·      Use the activity in the ‘Pupil Book 1’ to count the sounds within the safe words.

·      Encourage your learners to write each sound that they can hear in the safe word to write the whole word.

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·       Show your class practicing blending using one of the following activities (see p95 of The Jolly Phonics Teaching Aid for ideas and guidance)

-       Mime actions for the children to blend corresponding sounds together

-       Pointing to sounds for your learners to blend and make words

-       Blending song

-       ‘Show me’ blending activity

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·       We want to see how you model blending to your learners

·       Use ‘safe words’

·       Identify each sound in a word and mark with a dot (or ‘sound button’). Don’t forget that a digraph is one sound, but two letters

·       Say the initial sound ‘loud and proud’, with the following sounds ‘quick and quiet’

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·      Say the sounds in a safe word e.g. d/o/g and your learners have to blend the sounds to make the word ‘dog’

·      Give ‘thinking, talking and sharing time’ to ensure maximum participation.

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Task 2.3: Samples of Learners’ handwriting in their books

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Task 2.3: Samples of Learners’ handwriting in their books

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·      Send photos of learners’ handwriting work. We want to see what your learners are doing for handwriting and how you are marking it.

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·      Demonstrate two or three different ways that children could practice correct letter formation (see p95 of The Jolly Phonics Teaching Aid for ideas and guidance)

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Task 2.1 - Demonstrate teaching Letter Formation

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Task 2.1 - Demonstrate teaching Letter Formation

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·      Use correct posture and pencil grip

·      Size: Is it a small, tall or fall letter?

·      Starting Point: Where does it start and finish?

·      Describe: Talk through its formation (Use the scripts in The Jolly Phonics Teaching Aid)

·      Use lines on the board to help show size and position.

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Talking through the Letter Formation - Describing good example

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·      We want to hear how you pronounce the 42 sounds

·      Say the sound and show us the accompanying action

·      We’ll let you know it there are any sounds/actions that you need to practice

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42 Sounds and Actions trimmed good example

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·      The story telling should be less than 5 minutes

·      Ensure you pronounce the sound of the day correctly

·      Practice telling the story – it should be told, not read

·      The story should highlight the sound it is introducing and the accompanying action.

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·      Sound Revision should only last 2 or 3 minutes

·      Focus on the sounds that your learners need to practice

·      You should use flashcards, songs, games or other activities that revise sounds

·      Use ‘targeted listening’ to ensure you know which learners need correcting

·      Give your learners opportunities to ‘think, talk and share’ their answers

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Guidance on how to 'Complete the Course' for Skill 5: Tricky Words

Here's a pdf that guides you through how to complete the three tasks involved in the 5th Skills Certificate.

1. We want to see how you teach your learners to identify the 'tricky part' of a word.

2. We want to see how you teach 'Look, Say, Copy, Cover, Write and Check' to your learners

3. We want to see an activity that you use to revise tricky words.

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Guidance on how to 'Complete the Course' for Skill 4: Identifying Sounds in Words (Segmenting)

Here's a pdf that guides you through how to complete the three tasks involved in the 4th Skills Certificate.

1. We want to see you model sounding

2. We want to see an activity that you use to practice sounding with your learners.

3. We want to see how you conduct dictation to assess sounding.

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Guidance on how to 'Complete the Course' for Skill 3: Blending.

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Complete the Course Skill 3 Blending (Video Guidance)